n South African Journal of Higher Education - The articulation between the mainstream and extended degree programmes in engineering at the University of Cape Town : reflections and possibilities : part 1

Abstract

Academic support and development in South Africa have been through a number of phases since the earlier 1980s. In 2013, the schooling system was still struggling to deliver high quality education to all students and frequent changes to the school curriculum had created some frustration for universities. There is a dire national need for good engineering graduates and universities are under pressure to produce more graduates and to increase the graduation rate. Universities must face the resulting challenges head-on and academic support will have to remain a crucial component of engineering programmes. Most academic support assists students with the transition from school to university. The authors argue that there is an important role for more of a presence of academic development practitioners in the transition from first year to second year, as well as the need for greater influence in the second and third years of the engineering courses. The form of this influence would vary but might include working with staff on pedagogy, delivery of conceptually difficult material and assessment.